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稻江學報第五卷第一期 Web 2.0 technology. The most common Web 2.0 tools relate to social-networking, such as Blogs, Facebook, Wiki, and Second Life. The main concept behind social-networking is allowing people to connect, easily and deeply, with others and also to create positive learning from the interaction. The concepts of interaction and participation are frequent topics when people discuss new social networking technologies (Diehl, 2007). Web 2.0 tools have the potential to provide significant amounts of conversation for course interactions among learners, and among instructors and learners. Literature review Second Life Second Life (SL), compatible with Windows, MAC OS X, and Linux operating systems, successfully attracts many users. Second Life is a 3-D version of the Web and enables users’ teaching and social activities: Instructors can create and design a virtual class for a course. The Second Life program provides a novel atmosphere for playing an on-line game or access wide-open spaces to extend creativity. Many universities and colleges have virtual space, called “land” to establish campuses in SL, where classes meet and students interact in real time. For instance, Lagorio (2007) provided an interface (Figure 1.) to show that participants can hold chat discussions and create multimedia presentations from virtual building blocks. Figure 1. A Harvard Law School lecture in Second Life (Lagorio, 2007). In preparing for instructors to develop a learning program for older adults in Second Life, the important thing for instructors is to design a blueprint for older learners before applying the technology to the course. In the virtual environment, orientation is necessary for elder students to understand how to use the program and ensure they can enjoy the learning process. Also, designers can ask some veterans of the course to volunteer for this assistant’s job, so elder learners not only gain new knowledge during the course, but also develop self-confidence when they help other learners to solve problems. The help station is an important factor for a fruitful course because it facilitates the learning process for elder learners to navigate the virtual space. Wiki Another effective technology related to Web 2.0 is Wiki which is a group of web pages that allows users to access the web-pages and to modify contents. An advantage of Wiki over other e-learning technologies, such as Angel or Blackboard, is that users can collaboratively edit contents. Wiki benefits older adults because it offers an uncomplicated interface for elder learners, and it is particularly effective for contributing and exchanging information through teamwork. Schaffert (2006) provided a graphic which allows experiencing a sample of an interface page in Wiki (Figure 2.). 280
稻江學報第五卷第一期 Figure 2. An interface Wiki page In Wiki, instructors can build a strong course database and support system for their teaching activities. For instance, instructors can designate different files for posting their weekly announcements and notes and for asking every group to post weekly summaries that are related to assignments. Wiki supports an asynchronous-learning environment and involves elder learners in interactions and participation. Besides, learning how to use Wiki is easy, and users are unencumbered with needing prior knowledge or skill in current software or HTML programming used for website authoring. No time-overhead is necessary to develop these skills. Google Docs In addition to social-networking, Web 2.0 technology, like Google Docs, have other features for designer, applicable to instruction and encouragement of peer learning. Google Docs implements an easy to use and comprehensive HTML editor that mimics the functionality of a word processor. Users can “create documents and invite collaborators who may update the document:” (Dekeyser & Watson, 2007, p.5). Every elder learner can intervene and edit the content at anytime. A different advantage of Google Docs compared to other Web 2.0 tools is that users can save the final contents in many different forms: a PDF file or a Microsoft® Word file. The program is an excellent platform for ad hoc collaboration of document creation. Google Docs provide a space that allows elder learners to progress in their own idiosyncratic ways when building their knowledge structures and is conducive for collaboration in terms of allowing students to work successfully as a group. A sample page view appears in Figure 3. This figure shows a sample of group teamwork for preparing a presentation related to “Instructional Design in Military.” 281
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